Campbell Primary School

Annual School Board Report

2017

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This report supports the work being done in the ACT Education Directorate, as outlined in the ‘Education Capital: Leading the Nation Strategic Plan 2014-17’.

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© Australian Capital Territory, Canberra, 2017

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Contents

School Board Chair Report	1

Context	1

Student Information	2

Student enrolment	2

Student attendance	2

Staff Information	3

Teacher qualifications	3

Workforce composition	3

School Review and Development	4

School Satisfaction	4

Overall Satisfaction	4

Learning and Assessment	6

Performance in Literacy and Numeracy	6

Early years assessment	6

NAPLAN	7

Outcomes for College Students	Error! Bookmark not defined.

Post School Destination	Error! Bookmark not defined.

Performance in Other Areas of the Curriculum	7

Financial Summary	11

Professional Learning	12

Voluntary Contributions	12

Reserves	12

Endorsement Page	13

Members of the School Board	13

School Board Chair Report

The future of education is a topic of great interest to many and, while the ACT government focuses on what’s next, the School Board would also like to reflect on the positive progress students, staff and parents made at Campbell Primary School during 2017.

Highlights for 2017 include high stakeholder satisfaction, meeting academic achievement targets for reading and numeracy and growth targets for grammar and punctuation, introduction of new pedagogy and behavioural strategies, and successful student participation in a wide range of extra curricula activities including sports, academic Olympiads, school parliament and art performance.

This is the final year of a school improvement journey articulated within the 2015-2018 strategic plan. Our focus for 2018 will be looking to the future by embedding the new teaching strategies and working with our school community to design brand new learning spaces as part of the school modernisation project.

Thank you to all the school staff, P&C and Board members, and particularly Paula Kinsman, Will Johnston and Rachel Lloyd, for their efforts in making Campbell Primary a school we can be proud of. I wish the school every ongoing success.

Meredith Harkness

School Board Chair

School Context

Located in the suburb of Campbell near Canberra’s City Centre, Campbell Primary School has celebrated over 50 years of public education enrolling students from preschool to year six. Campbell Primary School has two preschool settings: Campbell Preschool located within the school grounds, and the Allen Main Memorial Preschool, which is situated in the grounds of the Royal Military College, Duntroon. Enrolments, according to the 2017 census, indicate there were 329 students from Kindergarten to Year 6, which is comparative to the 2016 enrolment data.

Campbell Primary School accepts students living within the priority enrolment area (PEA) and guarantees enrolment for Kindergarten to Year 6. The PEA covers the suburbs of Campbell, Duntroon, Pialligo, Fairbairn and Russell. Children who attend Campbell Preschool and the Allen Main Memorial Preschool at Duntroon have continuation of enrolment into Kindergarten. Prospective students, who live out of area, but within the ACT and have sibling/s attending Campbell Primary, are given priority before enrolments from other out of area students are accepted. Currently approximately 35.6% of our student body are from a defence background. Campbell Primary School enjoys an active and engaged community which is positively represented through both the School Board and the Parent and Citizens’ Association (P&C).

At Campbell Primary School we are committed to focusing on the learning of all our students in a community-based model. Teachers are part of a collaborative team, where members work interdependently towards common goals for which every member is mutually accountable.

Our Guidelines for Campbell Primary School as a Professional Learning Community (PLC), highlight our focus on best practice. The priorities are:

Demonstrate a commitment to PLC concepts of learning, collaboration and results through the Campbell Primary School strategic plan and embed the practices, structures, and culture across the school

Monitor evidence of improved student learning.

Student Information

Student enrolment

In 2017 there were a total of 329 students enrolled at this school.

Table: 2017 Student enrolment

Student type	Number of students
Male	178
Female	151
Aboriginal and Torres Strait Islander	6
LBOTE*	54

*Language Background Other Than English

Source: Planning and Analytics, December 2017

Student attendance

The following table identifies the attendance rate of students by year level during 2017. Student attendance rate is the percentage of school days attended by students in each year level at the school. Student attendance is measured over two school terms; that is from the first day of the school year for students in term 1 to the last day of term 2.

Table: 2017 Attendance rates in percentages

Year level	Attendance rate
K	94.0
1	97.0
2	95.0
3	96.0
4	94.0
5	96.0
6	96.0

Source: Planning and Analytics, December 2017

Campbell Primary School has set processes and procedures in place to manage student absence. The Attendance Policy requires parents and carers to notify the School on the day of absence via email, Campbell Primary Schools App, and/or telephone conversation (with a follow up notification in writing). If notification is not received by the school, the School Secretary will contact families to confirm absence. In the event of tardiness, parents are required to escort their child to the front office and a late slip is issued for the child to provide to their classroom teacher. In the instance of habitual lateness and non-attendance the front office and/or classroom teacher will notify the Executive staff for follow up. The Executive staff will contact the relevant parties to discuss issues surrounding the tardiness/non-attendance and the impact on student lerning and well-being. Each student’s circumstances are reviewed independently to ensure the appropriate support structures and referrals are established to support the needs of the student. This may involve working with the Education and Training Directorate to support fulltime access to schooling.

Staff Information

Teacher qualifications

All teachers meet the professional requirements for teaching in an ACT public school. The ACT Teacher Quality Institute (TQI) has provided the following data based on teachers registered as at 16 December 2017.

The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate qualification is shown below.

Table: 2017 Qualification of teaching staff in percentages

Qualifications	Proportion of staff
Certificate/ Diploma/ Degree	100
Postgraduate	28

Source: Teacher Quality Institute, 16 December 2017

All Teaching staff members at Campbell Primary School have achieved a minimum of four years full-time (or equivalent) tertiary study leading to the award of a recognised school teaching qualification. All teaching staff maintains current teaching registration with the ACT Teacher Quality Institute and a current registration under the Working with Vulnerable People Act 2011.

Workforce composition

The 2017 workforce composition of Campbell Primary School is highlighted in the following table. The data is taken from the school’s term 4 staff report. For reporting purposes it incorporates all school-based staff.

Table: 2017 Workforce composition numbers

Staff employment category	TOTAL
Teaching Staff: Head Count	25
Teaching Staff: Full Time Equivalent Permanent	18.20
Teaching Staff: Full Time Equivalent Temporary	4.60
Non Teaching Staff: Head Count	11
Non Teaching Staff: Full Time Equivalent	8.59

Source: This data is from the school’s term 4 2017 staff report. Data provided in previous years was sourced from the August census date and was calculated using the parameters provided by the ABS. As such, pre-2017 staffing figures may differ significantly from the above.

There is one Aboriginal and Torres Strait Islander staff member at this school.

Student learning is supported at Campbell Primary School by a committed and dedicated team of professionals. The majority of the teaching staff work on a full time basis and hold permanent positions within the school. A number of full time temporary positions have been filled to accommodate permanent officers on maternity leave, parental leave and/or leave without pay. Non-teaching staff have responsibilities in the areas of building maintenance, administration and classroom support.

School Review and Development

In 2017, the ACT Education Directorate’s Strategic Plan 2014-2017 provided the framework and strategic direction for the school’s Strategic Plan. This is supported by the school performance and accountability framework, ‘People, Practice and Performance: School Improvement in Canberra Public Schools, A Framework for Performance and Accountability’. This framework has school improvement at its centre, with the National School Improvement Tool (NSIT) as its core feature, providing support to achieve high standards in student learning, innovation and best practice in ACT public schools.

Prior to 2016 all ACT public schools participated in a four-year cycle of school review and development. In the fourth year schools underwent an external validation process. In 2016 this changed to a five-year cycle with an External School Review at the end.

Campbell Primary School will be reviewed in 2019. A copy of the most recent validation report can be found on the school website.

School Satisfaction

Schools use a range of data collection tools to gain an understanding of the satisfaction levels of their parents and carers, staff and students. In August/ September 2017 the school undertook a survey to gain an understanding of school satisfaction at that time. Staff, parents and students from year 5 and above (with the exception of students in special schools) took part in an online survey.

Overall Satisfaction

In 2017, 91% of parents and carers, 100% of staff, and 94% of students at this school indicated they were satisfied with the education provided by the school.

Included in the survey were 14 national parent survey items and 12 national student survey items. These items were approved by the then Standing Council on School Education and Early Childhood (SCSEEC) for use from 2015. The following tables show the percentage of parents and carers and students who agreed with each of the national items at this school.

A total of 34 staff responded to the survey. Please note that not all responders answered every question.

Table: Proportion of staff in agreement with each national opinion item

National opinion item	Proportion of staff
Teachers at this school expect students to do their best.	100
Teachers at this school provide students with useful feedback about their school work.	94
Teachers at this school treat students fairly.	100
This school is well maintained.	62
Students feel safe at this school.	94
Students at this school can talk to their teachers about their concerns.	94
Parents at this school can talk to teachers about their concerns.	100
Student behaviour is well managed at this school.	94
Students like being at this school.	94
This school looks for ways to improve.	97
This school takes staff opinions seriously.	91
Teachers at this school motivate students to learn.	97
Students’ learning needs are being met at this school.	97
This school works with parents to support students' learning.	100
I receive useful feedback about my work at this school.	74
Staff are well supported at this school.	82

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 139 parents responded to the survey. Please note that not all responders answered every question.

Table: Proportion of parents and carers in agreement with each national opinion item

National opinion item	Proportion of parents and carers
Teachers at this school expect my child to do his or her best.	94
Teachers at this school provide my child with useful feedback about his/her school work.	87
Teachers at this school treat students fairly.	93
This school is well maintained.	86
My child feels safe at this school.	93
I can talk to my child’s teachers about my concerns.	96
Student behaviour is well managed at this school.	88
My child likes being at this school.	94
This school looks for ways to improve.	96
This school takes parents’ opinions seriously.	92
Teachers at this school motivate my child to learn.	91
My child is making good progress at this school.	88
My child's learning needs are being met at this school.	88
This school works with me to support my child's learning.	88

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 73 students responded to the survey. Please note that not all responders answered every question.

Table: Proportion of students in years 5 to 6 in agreement with each national opinion item

National opinion item	Proportion of students
My teachers expect me to do my best.	97
My teachers provide me with useful feedback about my school work.	86
Teachers at my school treat students fairly.	79
My school is well maintained.	72
I feel safe at my school.	89
I can talk to my teachers about my concerns.	77
Student behaviour is well managed at my school.	66
I like being at my school.	92
My school looks for ways to improve.	94
My school takes students’ opinions seriously.	75
My teachers motivate me to learn.	89
My school gives me opportunities to do interesting things.	92

Source: 2017 School Satisfaction Surveys, August/September 2017

This information can be considered alongside information available on the My School website (http://www.myschool.edu.au).

These results, as well as the continual review of school performance, contributed to the evaluation of our Strategic Plan and the development of Annual Action Plans. The Strategic Plan is available on the school website.

Learning and Assessment

Performance in Literacy and Numeracy

Early years assessment

Students in kindergarten undertake an on-entry assessment of their early reading and numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student results are reported against five performance bands at the end of semester 1 and 2.

Table: Campbell Primary School PIPS 2017 mean raw scores

Agency	Reading start	Reading end	Mathematics start	Mathematics end
School	54	116	41	53
ACT	51	124	39	55

Source: Planning and Analytics

In 2017, Campbell Primary School reviewed some of the existing literacy strategies being engaged in the junior sections of the school. Based on PIPs results and teacher feedback, staff members have engaged in professional learning, mentoring and coaching and explicit teaching practices to strengthen our Literacy program in 2018.

NAPLAN

Students in years 3, 5, 7 and 9 in all ACT schools participate in the National Assessment Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing, spelling, grammar and punctuation, and numeracy.

In 2017, no students were exempt from testing based on nationally agreed criteria.

Results are not reported when there are fewer than five students with results. This rule is applied for reasons of statistical reliability, as well as to protect the privacy of students in small schools.

The following table shows the 2017 mean scores achieved by our students compared to the ACT.

Table: Campbell Primary School 2017 NAPLAN Mean Scores

Test Domain	Year 3 School	Year 3 ACT	Year 5 School	Year 5 ACT
Reading	452	442	537	517
Writing	403	412	489	475
Spelling	394	411	485	494
Grammar & Punctuation	464	441	526	503
Numeracy	430	417	502	496

Source: Planning and Analytics

An analysis of our NAPLAN results can be found when reporting against our priorities.

Performance in Other Areas of the Curriculum

The Australian Curriculum describes the learning entitlement for each student. It provides a foundation for successful, lifelong learning and participation in the Australian community and acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian Curriculum acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

The Australian Curriculum contains 8 Learning Areas:

English	The Arts
Mathematics	Health and Physical Education
Humanities and the Social Sciences	Technologies
Science	Languages

Content Descriptors specify what students will learn. Achievement Standards describe the depth of understanding, extent of knowledge and the sophistication of skills expected of students. Content Elaborations provide additional clarity and information. Annotated student work samples illustrate the achievement standard at each year level.

The Australian Curriculum includes a focus on seven General Capabilities:

Literacy	Personal and social capability
Numeracy	Ethical understanding
Critical and creative thinking	intercultural understanding
Information and communication technology capability

There are 3 Cross Curriculum Priorities:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

The Australian Curriculum is published online: http://www.australiancurriculum.edu.au/

Learning

We want to encourage our children to be more actively involved in their learning because research shows that they are more motivated if they understand not just the task but also the learning objective of the task. We want our students to understand what they are being asked to do, and what we hope they will learn in order to help them to make better decisions about how to tackle the set task.

Children need to know why they are learning something so that they can see how their work fits into the ‘bigger picture’. We therefore explain the learning intention of the lesson so that students can see the purpose of what they are doing.

Learning is more effective if children help create the success criteria (i.e. How will we know we’ve achieved this?) because they can be clear about how their work will be judged and what the teacher wants to see in the finished task. By inviting children to help create the success criteria, we are involving them in their own learning and encouraging them to evaluate their performance.

In order to make this theory ‘child‐friendly’ and visual, we display class Bump it Up walls. This shows the students what quality work looks like and how to improve their own work.

Executive staff, teachers, support staff and the Literacy and Numeracy Coordinator will work with teachers to analyse data and develop intervention plans to support students.

Specialist programs

Japanese

Students from Preschool - Year 6 participate in our specialist Japanese program each week. Our school participates in a Japanese continuity program with Campbell High, which caters for students who wish to continue with Japanese after Year 6. The Japanese program has a strong intercultural focus (meaning that language and culture are treated as a single entity), with equal weighting given to oral and written skills in the middle and senior years. As well as weekly lessons, students also participate in a range of other activities such as an annual excursion to the Nihongo Tanken Sydney Language Centre (Years 5 & 6), origami crane making for Peace Day and the Annual Japanese Speech Contest.

Music

Campbell Primary School is a member of the ACT Instrumental Music Program (IMP). The Instrumental Music Program is organised by the ACT Department of Education and provides our school with a package of services designed to supplement the music education of up to 22 selected students in Years 5 and 6. At Campbell Primary we currently have a Year 5 and a Year 6 brass band. To enter the band program, students are assessed at the end of Year 4 for musical strengths (including ability to differentiate pitch, rhythm and their peripheral vision) and classroom work habits. Then early in the following year, placements are offered to 22 students. The IMP provides the school with a specialist band teacher for two sessions a week during class time and the loan of instruments for the duration of the program.

Throughout the year classes participate in The Arts curriculum which covers Dance, Music, Drama, Visual Arts and Media Arts. Students also have opportunities to participate in performances such as: choir, school concert, musicals and assemblies and Wakakirri and Limelight bi-annually.

Health and Physical Education

All classes participate in daily physical education (PE). Classes participate in games and activities to build their knowledge of different sports. Students focus on fundamental movement skills such as running, throwing, catching, and striking. During PE lessons students discuss health topics such as the body’s reaction to participating in physical activities. Junior students engage in weekly gross motor sessions.

School carnivals are held for swimming, athletics and cross-country running. Students are placed in one of the following Sports Houses: BRITTEN, Blue; DAVIDSON, Green; HODGE, Red; WALKER, Yellow. House Captains are elected by students at the beginning of each school year. Sports houses are named after the members of the first School Board at Campbell Primary School.

Student Parliament

As a leadership opportunity, students are invited to submit applications to be a member of School Parliament. Two students from each class in Years K to 6 are elected each semester. Parliament meets regularly with a member of staff to examine matters of interest to them and their class members. Through participation in class meetings and Student Parliament meetings, students have the opportunity to contribute to school governance and decision-making about matters which concern them, and to experience active, democratic citizenship and community participation. This helps to build their capacity for leadership, responsibility and self-discipline. Student Parliament initiatives include supporting other children and communities who are less fortunate than we are or who have been victims of disaster or strife.

Gifted and talented

Campbell Primary School has a junior and senior enrichment program that caters to our gifted and/or talented children. For entry, teacher and parent nominations are considered, as well as psychological testing and work portfolios. It is anticipated that successful students in year 3 and above will sit the OLSAT or COGAT test.

English as an additional language or dialect (EAL/D)

EAL/D students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English. EAL/D students come from diverse, multilingual backgrounds and may include:

Overseas and Australian-born students whose first language is a language other than English;

Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages, creoles and related varieties, or Aboriginal English.

Indigenous students have a Personalised Learning Plan (PLP) to support their educational goals.

Student learning support

In every classroom, students have different abilities, learning preferences and experiences.

All students require a curriculum that is tailored to their specific intellectual and social and emotional learning needs. Curriculum differentiation is critical when designing learning programs to respond to the individual learning needs of students. Success for all students relies on flexible delivery and curriculum adjustments, including content, processes and skills.

Some students require additional support and a range of scaffolded learning experiences and opportunities to help them learn effectively and develop the capacity for further learning. At Campbell Primary School we support these students through small group programs such as Minilit, goal setting through Individual Learning Plans (ILP), behaviour plans and our Learning in Flexible Teams (LIFT) programs.

LIFT session are designed to support three groups of learners

Those who need to have support to learn a skill taught in class

Those who need to consolidate their learning in that skill

Those who need enrichment in that skill area.

Campbell Primary School offers the Multilit program to support students struggling with the acquisition of literacy skills. In our preschool students participate in the PreLit program, Identified students in the junior sector participate in MiniLit and select senior students engage in reading tutor and/or MacqLit programs.

Financial Summary

The school has provided the Directorate with an end of year financial statement that was approved by the school board. Further details concerning the statement can be obtained by contacting the school. The following summary covers use of funds for operating costs and does not include expenditure in areas such as permanent salaries, buildings and major maintenance.

Table: Financial Summary

INCOME	January-June	July-December	January-December
Self-management funds	179922.67	142362.85	322285.52
Voluntary contributions	17798.70	1100.00	18898.70
Contributions & donations	4700.00	6450.00	11150.00
Subject contributions	10449.00	295.00	10744.00
External income (including community use)	19361.70	16227.81	35589.51
Proceeds from sale of assets	2261.08	0.00	2261.08
Bank Interest	3530.44	3355.76	6886.20
TOTAL INCOME	238023.59	169791.42	407815.01
EXPENDITURE
Utilities and general overheads	30501.69	48230.74	78732.43
Cleaning	48881.18	43596.00	92477.18
Security	0.00	85.55	85.55
Maintenance	25268.49	15727.37	40995.86
Administration	3510.67	2226.35	5737.02
Staffing	325.00	-9500.00	-9175.00
Communication	9031.26	2844.41	11875.67
Assets	61154.98	1019.96	62174.94
Leases	0.00	0.00	0.00
General office expenditure	11367.59	16220.63	27588.22
Educational	34847.94	-165.36	34682.58
Subject consumables	10108.36	1644.41	11752.77
TOTAL EXPENDITURE	234997.16	121930.06	356927.22
OPERATING RESULT	3026.43	47861.36	50887.79
Actual Accumulated Funds	123711.21	124003.09	124003.09
Outstanding commitments (minus)	-2980.90	0.00	-2980.90
BALANCE	123756.74	171864.45	171909.98

Professional Learning

6001-TPL-00	Teacher Professional Learning	$4837

6001-PLF-00	Principal Professional Learning	$NIL

3760-TEA-00	School funds allocated to Professional Learning	$380

3761-TRV-00	Travel costs associated with Professional Learning	$NIL

CRS days that have a B code (Beginning Teacher Support)	11 days

CRS days that have a D code (CRS days related to teacher PL other than

CRS days for BTS)	27 days

Estimated days that have been used as inbuilt relief for staff attending PL	9 days

The average professional learning expenditure at the school level per full time equivalent teacher was $227.00

Voluntary Contributions

The funds listed were used to support the general operations of the school. The spending of voluntary contributions is in line with the approved budget for 2017.

Reserves

Name and Purpose	Amount	Expected Completion
2016/2017 School Improvements Furniture 2019 2018/2019 P&C Sensory Garden	$20,000 $15000 $10000	$5000 11/17 to Assets>$5K Balance - $15000 renamed Completion of garden by end of 2018

Endorsement Page

Members of the School Board

Parent Representative(s):	Jane Wilson,	Kerryn Vine-Camp
Community Representative(s):	Andrew Carter,
Teacher Representative(s):	Peter Lawson,	Sarah Sydney
Student Representative(s):
Board Chair:	Meredith Harkness
Principal:	Paula Kinsman

I approve the report, prepared in accordance with the provision of the ACT Education Act 2004, section 52.

Board Chair Signature:	___________________________	Date:	_____ / _____ / _____

I certify that to the best of my knowledge and belief the data and information reported in this Annual School Board Report represents an accurate record of the school’s operations in 2017.

Principal Signature:	___________________________	Date:	_____ / _____ / _____